Why Basic Concepts Matter
These foundational concepts help students follow directions, understand stories, and access academic content—especially in math and reading.
In this post, I’m sharing five evidence-based strategies for targeting basic concepts that actually stick. We’ll walk through research, practical examples, and how to bring it all together using one of my favorite books, Zoe Gets Ready.
1. Keep Instruction Clear and Focused
When targeting basic concepts, clarity is everything.
Work on one concept at a time and make sure a student masters it before adding more. This helps reduce confusion and cognitive overload—especially for students with language delays.
💡 In Practice
If you’re working on under, stick with that target until the student can identify and use it consistently. Once mastered, move to the next concept.
📘 What the Research Says
Seifert & Schwartz (1991) found that preschoolers learned basic concepts best when clinicians used direct instruction combined with interactive and incidental teaching. This blend supports generalization and retention while keeping instruction focused.
Seifert, K. L., & Schwartz, S. E. (1991). An instructional approach to teaching basic concepts. Early Childhood Research Quarterly, 6(2), 143–158.
2. Embed Concepts in Meaningful Contexts
Once a student can identify a concept during structured tasks, bring it to life!
Embedding learning in context helps students apply and retain new concepts more effectively than drill alone.
💡 In Practice
→ During storybook reading: “She put the hat on her head.”
→ In play: “Put the shoes on the doll.”
→ During routines: “Put your folder in your backpack.”
📘 What the Research Says
Bracken (1982) emphasized that teaching basic concepts in natural, meaningful settings, like play and routines, improves both comprehension and generalization. Contextualized learning builds stronger conceptual frameworks than decontextualized drills.
Bracken, B. A. (1982). The importance of basic concepts for preschool children: An assessment of conceptual development. Journal of Psychoeducational Assessment, 1(1), 3–20.
3. Use Multiple Exemplars—Strategically
Using varied examples helps students generalize new concepts, but timing matters.
Start small to establish understanding, then increase variety gradually.
💡 In Practice
Begin with a few consistent items (e.g., “Put the apple on the plate,” “Put the cup on the table”).
Once students grasp the concept, vary the context, setting, and materials.
📘 What the Research Says
Nicholas et al. (2019) suggest that limiting variability early in instruction can improve conceptual learning for children with language delays. Gradual expansion of exemplars ensures solid understanding before introducing new forms.
Nicholas, E., Light, J., & Romski, M. (2019). Teaching basic concepts to young children with developmental delays: Effects of variability in exemplars. Journal of Speech, Language, and Hearing Research, 62(4), 1120–1133.
4. Pair Words with Gestures or Visuals
Pairing verbal labels with visuals or gestures helps anchor abstract ideas.
Gestures act as visual cues, supporting comprehension and memory.
💡 In Practice
→ On: one hand placed on top of the other
→ Under: one hand slides beneath a fist
→ Big: hands spread apart
→ Little: fingers pinched close together
📘 What the Research Says
Vogt & Kauschke (2017) found that iconic gestures (i.e., gestures that visually represent meaning) enhance children’s learning of new words and concepts. Using consistent gestures alongside verbal cues leads to stronger recall and faster understanding.
Vogt, S., & Kauschke, C. (2017). Observing iconic gestures enhances word learning in typically developing children and children with language impairment. Journal of Child Language, 44(6), 1458–1476.
5. Collaborate Whenever You Can
When SLPs work with classroom teachers, PE teachers, or paraprofessionals, students see and hear consistent models across environments, which boosts carryover.
💡 In Practice
→ In PE: Practice over, under, and through during obstacle courses.
→ In art: Discuss on top of or next to while creating collages.
→ In class: Coordinate with teachers to reinforce concepts in daily routines.
📘 What the Research Says
Lund et al. (2019) found that preschoolers learned more concepts when SLPs collaborated with PE teachers. The combination of movement, meaningful context, and language repetition supported stronger outcomes.
Lund, E., Douglas, S. N., & McNaughton, D. (2019). Collaboration between speech-language pathologists and physical educators: Effects on preschoolers’ concept learning. Language, Speech, and Hearing Services in Schools, 50(2), 214–228.
Bringing It All Together with Zoe Gets Ready
Now, let’s put it into practice using one of my favorite books, Zoe Gets Ready by Bethanie Murguia.
This story is perfect for targeting spatial and descriptive concepts (on, under, next to, big, small).
Here’s a quick literacy-based therapy flow:
– Direct Teaching: Use a structured activity for your target concept (e.g., “on”).
– Vocabulary Pracitce: Use dress-up play—“Put the tiara on the doll.”
– Model During Reading: Emphasize the target as you narrate the story.
– Comprehension Check: Ask, “Where are her shoes?” → On her feet.
– Parallel Story: Act out Zoe’s routine and have students use gestures as they retell.
This mix of explicit teaching + contextualized play supports both understanding and generalization.
Key Takeaways
→ Teach one concept at a time for clarity.
→ Embed practice in meaningful contexts.
→ Use multiple exemplars strategically.
→ Pair gestures and visuals with verbal models.
→ Collaborate across environments for consistency.
Each of these steps is grounded in research—and when combined, they make concept learning more natural, effective, and fun.
Ready to Save Time and Teach Smarter?
If you’d like ready-to-go materials for these strategies, check out the Basic Concepts Skill Pack and Literacy-Based Therapy Plans inside the SLP Now® Membership.
You’ll get structured lessons, play-based extensions, and built-in visuals—so you can spend less time planning and more time connecting with your students.
References
Bracken, B. A. (1982). The importance of basic concepts for preschool children: An assessment of conceptual development. Journal of Psychoeducational Assessment, 1(1), 3–20.
Lund, E., Douglas, S. N., & McNaughton, D. (2019). Collaboration between speech-language pathologists and physical educators: Effects on preschoolers’ concept learning. Language, Speech, and Hearing Services in Schools, 50(2), 214–228.
Nicholas, E., Light, J., & Romski, M. (2019). Teaching basic concepts to young children with developmental delays: Effects of variability in exemplars. Journal of Speech, Language, and Hearing Research, 62(4), 1120–1133.
Seifert, K. L., & Schwartz, S. E. (1991). An instructional approach to teaching basic concepts. Early Childhood Research Quarterly, 6(2), 143–158.
Vogt, S., & Kauschke, C. (2017). Observing iconic gestures enhances word learning in typically developing children and children with language impairment. Journal of Child Language, 44(6), 1458–1476.*
